SCHOOL ADMINISTRATOR EVALUATION SYSTEM RUBRIC ONLY 15-16

Indicator 1.1.a The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula Highly Effective System-wide Impact In additi

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effective They routinely

share their ideas, mentor

others and view their roles

Effective leaders impact organizationalneeds within their school by reinforcingand challenging students, teachers andleaders within They meet requirementsfor success Their performance is bothadequate and necessary forimprovement and clearly makes acontribution to their school While theirwork is challenging, rigorous, anddemanding, they can be proud of their

achievements

Needs Improvement/Developing (Leadership Potential) Needs Improvement leaders are

principals and assistant principalsdesignated as demonstrating potentialbut lacking sufficient proficiencies toimprove student learning, instructionalpractice, and/or other responsibilities

They understand what is required forsuccess and are willing to work towardthat goal with coaching and support forimproved performance They have adesire and personal motivation to makedecisions necessary to become moreeffective leaders within a reasonable

time

Developing is the designation reserved solely for candidates in the Leadership Development Program who have garnered an “assistant principal intern”

placement at a school Adjustments are

made by evaluators as appropriate on theschool leader evaluation rubric regardingexpectations of assistant principal interns

vs bona fide assistant principals orprincipals For the assistant principalinterns, levels of proficiency includingdepth, breadth, knowledge, skill andevidence of demonstration may bemodified as deemed appropriate by the

evaluator

Unsatisfactory

Unsatisfactory describes leaders who are

inadequate They do notunderstand what isrequired for proficiency orhave demonstratedthrough their action andinaction that they choosenot to strive forimprovement The goal is

to identify, define, anddocument inadequateperformance and makenecessary changes veryquickly

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Standard 1: Student Learning Results

Effective school leaders achieve results on the school’s student learning goals

Indicator 1.1.a

The school’s learning goals are

based on the state’s adopted

student academic standards

and the district’s adopted

curricula

Highly Effective (System-wide Impact)

In addition to “Effective”

Effective (Local Impact) Improvement/Developing Needs

(Leadership Potential)

Unsatisfactory

●District curriculum and instructional initiatives are implemented in all

classrooms and classrooms are referenced as

“exemplars” throughout district

●The leader routinely participates in articulation with other schools to ensure learning goals are aligned K-

12

●District curriculum and instructional initiatives are implemented in most classrooms

●School Improvement Plan strategies align with district and state continuous improvement goals

●The link between standards and student performance is evident from the posting of proficient student work throughout the building

●Each academic standard has been translated into student-accessible language

●District curriculum and instructional initiatives are implemented for “Basic Compliance.”

●District curriculum and instructional initiatives are not implemented

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Standard 1: Student Learning Results

Effective school leaders achieve results on the school’s student learning goals

Indicator 1.1.b

Student learning results are

evidenced by the student

performance and growth on

statewide assessments;

district-determined

assessments that are

implemented by the district

under Section 1008.22, F.S.;

international assessments; and

other indicators of student

success adopted by the district

and state

Unsatisfactory

●The leader has a consistent record of improved student achievement on multiple indicators of student success

●Student success occurs not only on the overall averages, but also in each group of historically disadvantaged students

●In areas of previous success, the leader aggressively identifies new challenges, moving proficientperformance to the

exemplary level

●Where new challenges emerge, the leader highlightsthe need, creates effective interventions, and reports improved results

●The leader hits the numbers,meeting performance goals for student achievement

●The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement

●There is some evidence of improvement, but insufficient evidence of changes in leadership, teaching, and curriculum that will create theimprovements necessary to achieve student performance goals

●Indifferent to the data, this leader blames students, families, and external characteristics

●This leader does not believe that student achievement can improve

●This leader has not taken decisive action to change time, teacher assignment, curriculum, leadership practices, or other variables inorder to improve student achievement

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Standard 2: Student Learning as a Priority

Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused

on student success

Indicator 1.2.a

Enables faculty and staff to

work as a system focused on

student learning

Unsatisfactory

●The leader has a system in place for professional learning communities that include expectations, schedules, and consistent monitoring

●The leader goes beyond district initiatives to improve student performance such as writing curriculum, creating additional formative assessments, and sharing best practices

●The leader expects faculty towork collaboratively and provides time and resources for professional learning communities

●The leader requires faculty

to consistently and effectively implement school and district initiatives from class to class

●The leader allows time to collaborate but does not monitor quality of professional learning community activities

●The leader implements district initiatives but accepts compliance level

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on student success

Indicator 1.2.b

Maintains a school climate

that supports student

engagement in learning

Unsatisfactory

●The vision, mission, and strategic priorities of the leader and the organization are visible, ingrained in the culture of the organization, and routinely used as a reference point for decisions

●Collaborative learning strategies are used in all classrooms as a routine part

of instruction

●Students regularly use technology to work with peers

●All teachers use technology effectively for lesson delivery and facilitate students’

appropriate use of instructional technology

●Classroom disruptions are kept to a minimum

●Master scheduling maximizes student learning opportunities

●Instruction is bell to bell

●Classrooms are set-up to enhance student learning andengagement

●Collaborative learning strategies are used in most classrooms

●A majority of faculty attempt

to use technology for lesson delivery, and regularly involve students in the appropriate use of instructional

technology

●Teachers participate in hands-on instruction with follow-up activities

●Collaborative learning strategies are used in some classrooms

●Classrooms are not consistently set-up to enhance student learning andengagement

●Technology is used for internal tasks and communication

● Individual use by students for research and internet resources is available in a centralized area

●Some faculty attempt to use technology for lesson deliveryand occasionally involve students in the appropriate use of instructional

technology

●Collaborative learning strategies are used for basic compliance or are not used at all

●Classrooms are not set-up toenhance student learning and engagement

●Technology is used primarily for administrative tasks Student access is limited

●The majority of faculty members demonstrate limited

or no use of technology for lesson delivery

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on student success

Indicator 1.2.c

Generates high expectations

for learning growth by all

students

Unsatisfactory

♥With others throughout the district, the leader sharesstrategies that help put into action a belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff

♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff

●The leader’s priorities are evident through expenditures,scheduling, professional development and goals

♥The leader’s monitoring process generates a shared vision with the faculty of high expectations for students and research-based instructional strategies in classrooms

♥The leader inconsistently acts on the belief that all students can learn at high levels by sometimes leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff

●The leader inconsistently utilizes resources without a focused approach

♥The leader’s monitoring process is inconsistent

♥The leader limits opportunities for all students

to meet high expectations by allowing or ignoring practices

in curriculum, instruction, andassessment that are culturally,racially, or ethnically

insensitive and/or inappropriate

●The leader’s priorities are not evident

♥A process for monitoring is not present

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on student success

Indicator 1.2.d

Engages faculty and staff in

efforts to close learning

performance gaps among

student subgroups within the

school

♥Achievements gaps have been eliminated or

substantially minimized with trend lines consistently moving toward elimination ofsuch gaps

♥Processes to minimize achievement gaps within all impacted subs-groups are employed for all sub-groups with positive trend lines showing reduction of gaps for all subgroups

♥Sub-groups within the school and associated with achievement gaps have been identified and some processesare underway to understand root causes

♥Some actions to minimize the gaps have been

implemented but either do not reach all sub-group students or have inconsistent

or minimal results

♥The leader does not identifynor implement strategies to understand the causes of sub-group achievement gaps

♥Under the leader’s direction, no changes in practices or processes have been implemented that are designed to address achievement gaps

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Standard 3: Instructional Plan Implementation

Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective

instructional practices, student learning needs, and assessments

Indicator 2.3.a

Implements the Florida

Educator Accomplished

Practices as described in Rule

6A-5.065, F.A.C., through a

common language of

instruction

Unsatisfactory

♥The leader coaches others within the district to effectively employ the Florida common language of

instruction in communicating school goals and expectations

♥The leader’s monitoring process generates a shared vision with the faculty of high expectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators

in the teacher evaluation system

● Research-based strategies are shared frequently with faculty, other leaders and throughout the district

●The leader is receptive to innovative teaching strategies and willing to facilitate new approaches to instruction

●The leader monitors the alignment of plans and classroom activities to research-based strategies and the FEAPs

♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies

♥The leader Is proficient in use of the Florida common language of instruction to align school goals with district and state initiatives

●The leader is able to identifysome research-based

strategies

♥Has a limited capacity to employ Florida’s common language of instruction in aligning school goals and expectations with district and state initiatives

♥Monitoring is not focused

on teacher proficiency in research-based strategies and the FEAPs

♥Uses terms in the Florida common language of instruction incorrectly thus misguiding others

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Indicator 2.3.b

Engages in data analysis for

instructional planning and

improvement.

Unsatisfactory

●Use of data is reflected in all decisions, ranging from course and classroom assignments, to the discontinuation of programs, and matching highly qualifiedteachers to student needs

●Inferences from data are shared widely outside the school community in order toscrutinize the analysis and replicate the success of this school leader

●The leader serves as a resource to other leaders as well as district staff in the disaggregation of data, providing advice regarding the types and effective utilization of reports

●The leader uses multiple data sources, including state and district assessments, andhas at least three years of

●The leader uses multiple data sources, including state and district assessments, and has at least two years of data

●The leader can specifically document examples of decisions in teaching assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis

●The leader participates in data-driven decision- making seminars but demonstrates limited evidence of changes based on data

●Some decisions are based

on data, but others are the result of personal preference and tradition

●Data is rarely used for decisions, and the predominant decision-makingmethodology is either a popularity contest, an imperial mandate from the leader, or independent decisions that are not informed by data or collaborations with others

●The leader is indifferent to data and makes no changes inschedule, instruction,

curriculum, or leadership compared to the previous year

●The data screams, “Change!”The leader’s actions say,

“Everything is just fine.”

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●The leader empowers teaching and administrative staff to draw inferences from data

●The leader disaggregates data and conferences with teachers to assist in identifying patterns in studentachievement and strategy implementation

●The leader has trained faculty and staff to examine student and staff

performance by grade, department, and student subgroups

● Data insights are regularly the subject of faculty meetings

●The leader ensures that professional learning communities are focused on student achievement, including reviews of individualstudent work compared to standards

●The leader is able to review data to identify patterns in student achievement

●The leader is aware of classroom, school, state, and district results, and has discussed those results with staff

♥The leader inconsistently shares knowledge with staff

to increase student achievement

●The leader relies on district staff for data

●The leader does not share knowledge with staff to increase student achievement

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Indicator 2.3.d

Implements the district’s

adopted curricula and state’s

adopted academic standards

in a manner that is rigorous

and culturally relevant to the

students and school

Unsatisfactory

●The leader requires the deconstruction of state academic standards to ensure activities, assignments and assessments are aligned to the correct depth of knowledge

●District curriculum and instructional initiatives are implemented in all

classrooms and classrooms are referenced as

“exemplars” throughout district

● The leader requires the deconstruction of state academic standards for the creation of lesson plans and instruction

●The leader monitors lesson plans and classroom

instruction to ensure state academic standards are being implemented

●Each state academic standard has been translated into student-accessible language

●The link between standards and student performance is evident from the posting of proficient student work throughout the building

●District curriculum and instructional initiatives are implemented in most classrooms

● The leader doesn’t consistently monitor lesson plans and classroom instruction to ensure state academic standards are implemented

●The leader ensures that standards are posted, and required training has been conducted

●District curriculum and instructional initiatives are implemented for “basic compliance.”

● The leader doesn’t monitor lesson plans and classroom instruction to ensure state academic standards are implemented

●Classroom curriculum is a matter of individual discretionand doesn’t follow district curriculum maps

●District curriculum and instructional initiatives are not implemented

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Indicator 2.3.e

Ensures the appropriate use of

high quality formative and

interim assessments aligned

with the adopted standards

and curricula

Unsatisfactory

♥ Formative assessments are part of the school culture, and interim assessment data is routinely used to review and adapt plans and priorities that result in increased student achievement

●This leader coaches other leaders on effective use of formative and interim assessment results

●The leader uses formative and interim assessment data

to make specific and observable changes in teaching, curriculum, and leadership decisions

●These specific and observable changes result in increased achievement for students

●There is inconsistency in how formative and interim assessment data are used to change schedules, instruction,curriculum, or leadership

●The leader does not use formative and interim assessment data to change schedules, instruction, curriculum, or leadership

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Standard 4 Faculty Development

Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff

Indicator 2.4.a

Generates a focus on student

and professional learning in

the school that is clearly linked

to the system-wide strategic

objectives and the school

improvement plan

Unsatisfactory

●Other leaders in the system credit this leader with sharing ideas, coaching teachers and leaders, and providing technical assistance to implement successful new initiatives

●The vision, mission, and strategic priorities of the leader and the organization are visible, ingrained in the culture of the organization, and routinely used as a reference point for decisions

●Goals and strategies reflect aclear relationship between the actions of teachers and leaders and the impact on student achievement

●The leader offers professional learning opportunities that are aligned

to the strategic objectives andthe school improvement plan

●The decisions of the leader are aligned to the vision, mission, and strategic priorities of the organization and are based on current data

●The leader has established student achievement goals that are specific and measurable, but these efforts have yet to result in improvedstudent achievement

●While the vision, mission, and priorities may be visible;

they are not consistently linked to the leader’s decisions and are not based

●There is little or no evidence

of the relationship of leadership decisions to these organizational guideposts

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Standard 4: Faculty Development

Indicator 2.4.b

Evaluates, monitors, and

provides timely feedback to

faculty on the effectiveness of

instruction

Unsatisfactory

●The leader is seen by the teaching staff as capable of coaching them to improve yet willing to hold them accountable for performancethat is not considered acceptable

♥The leader’s monitoring process generates a shared vision with the faculty of highexpectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators

●Observations and evaluationsare used for rating purposes but also for coaching and professional development opportunities

●The leader provides formal feedback consistent with district evaluation instruments, and provides informal feedback to reinforce good performance, highlight strengths, and address needs

of faculty and staff

●District evaluation procedures are followed and timelines are met

♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview

of the current reality of facultyeffectiveness on the FEAPs, theindicators in the teacher evaluation system, and research-based instructional strategies

♥The district teacher evaluation system is being implemented but the process

is focused on procedural compliance rather than improving faculty proficiency

on instructional strategies that impact student achievement

●The leader adheres to the personnel policies in providing formal feedback, although the feedback is onlyoccasionally used to improve organizational performance

●District evaluation procedures are not followed

or timelines are not met

♥Monitoring does not comply with the minimum requirements of the district teacher evaluation systems

●The leader‘s formal feedback

is not specific

♥Monitoring is not focused

on teacher proficiency in research-based strategies and the FEAPs

●District evaluation procedures are not followed and timelines are not met

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Unsatisfactory

♥The leader engages in a variety of traditional and non-traditional recruitment strategies and then

prioritizes based on where tofind, hire, and retain the most effective teachers

♥The leader works collaboratively with the staff

in the human resources office

to define, recruit, and retain effective or highly effective teachers based upon the school population served

●Employs faculty with certifications and instructionalcapabilities to meet needs of the school’s unique student body

♥The leader relies on the district office to post notices

of vacancies and identify potential applicants

♥The leader approaches the recruitment and hiring process from a reactive ratherthan a proactive standpoint

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Indicator 2.4.d

Identifies faculty instructional

proficiency needs, including

standards-based content,

research-based pedagogy, data

analysis for instructional

planning and improvement,

and the use of instructional

technology

Unsatisfactory

●Leader ensures all teachers complete a school-based professional development needs assessment for instructional planning and improvement

●Leader creates a culture of continuous improvement, where teachers feel comfortable discussing strengths and weaknesses to identify professional learning needs

●Leader ensures all teachers complete the district

professional development needs assessment

●Leader reviews formative and summative evaluation results to identify professionallearning needs

●Leader disaggregates student achievement data to identify professional learning needs

●Some teachers complete thedistrict professional

development needs assessment

●Leader identifies professional learning needs based on teacher choice rather than data

●Teachers do not complete the district professional development needs assessment

●Leader is not aware of or is indifferent to the professional learning needs of the

teachers

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Indicator 2.4.e

Implements professional

learning that enables faculty to

deliver culturally relevant and

differentiated instruction

Unsatisfactory

♥The leader provides an instructional program where recurring adaptations in instruction address variations

in student learning needs, styles, and learning strengths

as routine events in all classes

♥The leader’s expectations that teachers adapt

instructional strategies to meet individual student needsare an accepted part of the shared vision of the leader and faculty

●Classroom practices and lesson plans consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students

●The leader strategically uses educational software to meet the needs of diverse learners based on data

♥The leader has taken some actions that set expectations for teachers adapting instructional strategies to meet individual student needs, and such

individualization is evident in some but not most classes

●Classroom practices and lessons plans do not consistently reflect differentiation

♥Takes no actions that set expectations for teachers adapting instructional strategies to meet individual student needs

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Indicator 2.4.f

Provides resources and time

and engages faculty in

effective individual and

collaborative professional

learning throughout the school

year

Unsatisfactory

●The leader has demonstrated a record of tailor-made professional development opportunities linked to the needs of each certified staff member

●Multiple examples exist that verify a standards-basedprofessional learning

community

●Skillful problem solving ensures staff has adequate time and support for professional development

●All teachers participate in a professional learning

community

●Teachers participate in Lesson Studies as a means to improve instruction and student performance

●The leader has collaborated

to create Professional Improvement Plans for facultymembers, and professional development activities reflect the prioritized needs of these plans

●Teachers participate in workshops and conferences outside of the school or district and share acquired information with staff

●The leader has an effective professional development plan that includes regular faculty meetings devoted to professional development, professional learning communities to support collaboration, coaching and modeling, as well as individual teacher mentoring

●The leader is aware of the differentiated needs of faculty, and there are a few instances of differentiated professional development

●The leader sometimes devotes faculty meetings to professional development andoccasionally shares personal learning experiences with colleagues

●Some professional learning communities are evident but there seems to be no plan in place for monitoring

●The leader provides professional development that is typically “one size fits all,” and there is little or no evidence of recognition of individual faculty needs

●Collaborative practices are nonexistent

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Standard 5: Learning Environment

Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population

Indicator 2.5.a

Maintains a safe, respectful,

and inclusive student-centered

learning environment that is

focused on equitable

opportunities for learning and

building a foundation for a

fulfilling life in a democratic

society and global economy

Unsatisfactory

♥The leader provides clear, convincing, and consistent evidence of ensuring the creation and maintenance of

a learning environment conducive to successful teaching and learning for all and shares these practices with others throughout the district

♥Involves the school and community to collect data oncurricular and extra-

curricular student involvement to assure equal opportunity for student participation

●The buildings, public areas, and classrooms reflect the leader’s commitment to a personal sense of pride and the leader’s sense of dignity, order, and safety

♥The leader provides clear evidence of creating and maintaining a learning environment that is generally conducive to ensuring effective teaching practices and learning, although there may be some exceptions

♥Collects data on curricular and extra-curricular student involvement to assure equal opportunity for student participation

●There is a sense of pride, dignity, order, and safety that permeates the building

♥The leader provides limited evidence of creating a safe school either in planning or actions

♥Collects data on curricular and extra-curricular student involvement

●The rest of the building doesnot reflect a commitment to organization, discipline, and safety

♥The leader provides little to

no evidence of making plans for a safe and respectful environment to ensure successful teaching and learning or addresses safety concerns as they arise

♥Does not collect data on curricular and extra-curricular student involvement

●Safety procedures are not followed

●Physical facilities lack order, decorum, and safety

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Indicator 2.5.b

Recognizes and uses diversity

as an asset in the development

and implementation of

procedures and practices that

motivate all students and

improve student learning

●Celebrations of student success are schoolwide and include all stakeholders

●The leader utilizes committees that represent the same diversity as the school, to develop policies and procedures that meet theneeds of all students

●The leader encourages teachers to celebrate diversitythrough activities and events within their classrooms

♥Celebrations of student success are common events and are focused on

recognition of the methods and effort expended so students understand what behaviors led to the success

♥Celebrations of student success are provided but are inconsistent in focusing on how/why students

succeeded

●The leader notifies teachers

of activities and events relating to diversity

♥No actions other than use ofslogans and exhortations to succeed are taken by the leader to address practices and processes that actually enable success

●The leader does not notify teachers of activities and events relating to diversity

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Indicator 2.5.c

Promotes school and

classroom practices that

validate and value similarities

and differences among

students

Unsatisfactory

♥The leader provides an instructional program where recurring adaptations in instruction address variations

as routine events in all classes

●The leader provides an instructional program where recurring adaptations in instruction address variations

as routine events in most classes

♥Classroom practices consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students

♥The leader has taken some actions that set expectations for teachers adapting instructional strategies to meet individual student needs, and such

individualization is evident in some but not most classes

♥Takes no actions that set expectations for teachers adapting instructional strategies to meet individual student needs

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Indicator 2.5.d

Provides recurring monitoring

and feedback on the quality of

the learning environment

Unsatisfactory

●The leader is seen by the teaching staff as capable of coaching them to improve yet willing to hold them accountable for performancethat is not considered acceptable

●The leader‘s feedback is explicitly linked to organizational goals, and both the leader and employees can cite examples

of where feedback is used to improve individual and organizational performance

●The leader coaches other leaders on successful observation strategies

●A system has been developed to provide regular observation of classrooms

●The leader engages in coaching to improve teaching and learning

●The leader consistently provides constructive feedback as a means of improving instruction

●The observation of classrooms seems to be random and inconsistent

●The leader completes the observation process but seldom provides insights into strategies and practices that add value to teacher

practices

●No system has been developed to provide regular observation of classrooms

●Informal feedback is rare and more likely to be associated with negative than positive behavior

●The leader views classroom observations as an obligation

to make sure teachers are teaching and students are on task

●Evidence of coaching and mentoring, if any, does not specify effective teaching strategies or provide feedbackthat is either corrective or accurate

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Indicator 2.5.e

Initiates and supports

continuous improvement

processes focused on the

students’ opportunities for

success and well-being

Unsatisfactory

●The PBS process is implemented schoolwide and serves as a model for other schools

♥Where targeted supplemental supports are not successful, intensive individual supports are employed based on needs

●Through all grades and subjects MTSS is providing core universal supports which include research‐

based, high quality, general ‐education instruction and support; screening and benchmark assessments for all students, and continuous data collection continues to inform instruction

●The leader coaches other leaders on components of aneffective MTSS process

●The PBS process includes celebrations of student success focused on recognition of the methods and effort expended so students understand what behaviors led to their success

♥ MTSS is operational across the grades and subjects

●A system has been developed to monitor the fidelity and increase the success of the MTSS process

♥Celebrations of student success are provided but are inconsistent in focusing on how/why students

succeeded

♥ MTSS is operational in someclasses

●A system has been developed to monitor the fidelity of the MTSS process, but is not routinely followed

♥No actions other than use ofslogans and exhortations to succeed are taken by the leader to address practices and process that actually enable success

♥ MTSS is not operational

●No system has been developed to monitor the fidelity of the MTSS process, but is not routinely followed

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Indicator 2.5.f

Engages faculty in recognizing

and understanding cultural

and developmental issues

related to student learning by

identifying and addressing

strategies to minimize and/or

eliminate achievement gaps

●All teachers utilize instructional strategies designed to minimize and/or eliminate achievement gaps

●The leader has identified andmonitors the use of

instructional strategies to minimize and/or eliminate achievement gaps

♥Sub-groups within the school and associated with achievement gaps have been identified and some processesare underway to understand root causes

●Some strategies to minimize the gaps have been implemented but either do not reach all sub-group students or have inconsistent or minimal results

♥Under the leader’s direction, no changes in practices or processes have been implemented that are designed to address achievement gaps

♥The leader does not identify nor implement strategies to understand the causes of sub-group achievement gaps

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Standard 6: Decision Making

Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data

Indicator 3.6.a

Gives priority attention to

decisions that impact the

quality of student learning and

teacher proficiency

Unsatisfactory

●The decisions of the leader are consistent and aligned with the vision, mission, and strategic priorities of the organization

●The leader’s professional development process generates a shared vision with the faculty of high expectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators

●Decision making is consistently based on the data reflecting the quality of student learning and teacher proficiency (data sources include state, district, school and classroom levels)

●The district teacher evaluation system is being implemented with fidelity with the focus on improving faculty proficiency and student achievement

●The leader makes professional development

a priority by aligning it to school needs, requiring attendance, implementingwith fidelity and

monitoring for effectiveness

●While the vision, mission, and priorities may be visible, they are not consistently linked to the leader’s decisions

♥The district teacher evaluation system is being implemented but the process is focused on procedural compliance rather than improving faculty proficiency on instructional strategies that impact student

achievement

●The leader makes professional development a priority but does not monitor for implementation and effectiveness

●The leader is unaware of or disconnected from the organization’s vision, mission, and strategic priorities

●There is no plan for improving faculty proficiency and student achievement

●Professional development isnot a priority

Tiêu đề	School Based Administrator Evaluation Rubric
Trường học	Standard format not all caps
Thể loại	rubric
Năm xuất bản	2015-16

Định dạng
Số trang	54
Dung lượng	485 KB